%0 Report
        %A Booth, Alison L.
%A Sosa, Lina Marcela Cardona
%A Nolen, Patrick J.
        %T Do Single-Sex Classes Affect Exam Scores? An Experiment in a Coeducational University
        %D 2013
        %8 2013 Feb
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 7207
        %U https://www.iza.org/index.php/publications/dp7207
        %X We examine the effect of single-sex classes on the pass rates, grades, and course choices of students in a coeducational university. We randomly assign students to all-female, all-male, and coed classes and, therefore, get around the selection issues present in other studies on single-sex education. We find that one hour a week of single-sex education benefits females: females are 7% more likely to pass their first year courses and score 10% higher in their required second year classes than their peers attending coeducational classes. We find no effect of single-sex education on the probability that a female will take technical classes and there is no effect of single-sex education for males. Furthermore we are able to examine potential mechanisms driving the single-sex effect for females. We find that the results are consistent with a reduction in stereotype threat for females and are not due to a potential tracking effect.
        %K education
%K single-sex
%K experiment
%K gender